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Economic Statistic

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Economic Statistic

Question 1

n=60Zα/2=1.96, from the normal cumulative distribution tables.

ᵐ=$7.22

ᵟ=2.02

Ho:ᵐ=7.22

H1:ᵐ≠7.22

Zstat= (sample mean-ᵐ)/ᵟ/n1/2

Sample mean-7.22=1.96*2.02/601/2

Sample mean=0.5113+7.22

=7.7313.

Question 2

2. a) Ho: Let the population mean wage for the “high” experienced group be X.

H1: Let the population mean wage for the “low” experienced group be Y. such that;

Ho: X=Y=15.9504

H1: X>Y

b) Ttest=14.7697-15.9504/9.257249/1003^1/2

=-4.0393

c) Degrees of freedom=n-1

=1003-1

=1002

d) tα,1002=1.96

e) Hence we fail to reject Ho and conclude that the population mean wage for “high” experienced group is higher than the “low” experienced group.

Question 3

3. a) n=1003

Ho : population variance is the same in the south and the rest of the country.

H1: Population variance in the south is lower than the rest of the country.

Let population variance from the south be X and the population variance from the rest of the country be Y, so that the hypothesis becomes;

b) Ho_X=Y

H1:x<Y

T test=14.7697-14.06619/(9.257249/1003^1/2)

=2.4068

c) Degrees of freedom=(n-1)=1002

d) T(α,1002)=1.96

e) We reject Ho and conclude that the population variance in the south is lower than the rest of the country.

Question 4

a) H0: Return to schooling=10

H1: Return to schooling<10.

b) F test=mean square model/mean square residual

=59.33475447/0.306603416

=193.5228095.

c) F (1,1001)

d) Fail to reject the null hypothesis and conclude that there turn to schooling is 10 percent.

Question 5

5. a.)

i.) UnbiasednessLet’s say an the estimator Ẑ is unbiased estimator of Z if the mean or expectation of Ẑ is equal to the true value Z. That is,

E(Ẑ)=Z for N<∞

ii.) Efficiency

An estimator is said to be efficient if it satisfies two conditions:

Unbiasedness; E(Ẑ)=Z.

Var(Ẑj)≤(Zj)

III.) Consistency

Let Ẑj(n) be an estimator of population parameter Zj on sample size n. Then, zj is a consistent estimator if Ẑj(n) converges in probability to the population parameter zj, such that;

Plim Ẑj(n) =ZjN tends to ∞

b.) Unbiasedness.

This means that on average, the estimator Ẑj is correct even though any single estimator of Zj for a specific given sample data may not be equal to Zj. The finite sample distribution of the estimator Ẑj is centered on the value of Zj, not on other real value.

c.) Variance of an estimator is an inverse of statistical spread or dispersion around the mean, such that smaller variance indicates more statistical precision. Thus, minimum variance is, therefore, statistical for most precise estimator of an unknown population parameter .d.) Cov(Y, X) =E (YX)-E(Y) E(x).

Work CitedMittelhammer, Ron. Mathematical Statistics for Economics and Business. New York: Springer, 2013. Internet resource.

Final Decision

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Final Decision

In this case, the determination of justice depends on the documents, how the contract was upheld and respected as well as the pleadings of both sides. The claimant did not honor the contract in regards to the payment part of the business. However, it is also important to note that the respondent did not refuse the goods from being dispatched and therefore they were released and came towards Delaware. This means that the respondent needed the goods and was ready to pick them. However when the respondent refuses to pay for the goods then it can be seen as a way of trying to do away with justice. This is because even from a common-sense perspective the goods are more important than the discrepancies which arose due to the documents not being in the correct order or manner.

If the respondent was good enough he would have organized with the seller on how the payment could have been done. On the other side, the buyer never did this. It means therefore that the claimant will win because of the above-given situations. The reason for the refusal of the arguments on the side of the respondent is that the respondent should have terminated business if he realized that it was too risky and if he could not pay. Also, the respondent keeps on requesting for discount which means his intention is failure to pay to get a discount and earn more from the seller. With this intention alone it is true to say that the claimant wins the case. This judgment is fair enough because making the respondent the winner leads to the exploitation of the seller through discount by the buyer. The seller also goes at very many losses because of transportation if the respondent wins.

Works cited

Park, William, W. Laurence Craig, and Jan Paulsson. International chamber of commerce arbitration. 2000.

Implications of COVID on Education

Implications of COVID on Education

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Implications of COVID on Education

COVID-19 pandemic resulted in the disruption of many aspects of life. There is no doubt that every aspect of education was affected by the pandemic. To respond to the increasing cases of infections, schools were closed, and teachers all over the country responded to this disruption by developing materials for synchronous and asynchronous classes (Jones & Kessler, 2020). Even though teachers were able to adapt to new modalities, research has shown that the COVID-19 pandemic had an impact on their commitment to the profession.

According to a study conducted by Zamarro et al. (2022) comparing teacher commitment in the years 2020 and 2021, it was noted that there were considerable differences between the level of commitment of teachers between the two years. In 2020, 74.2% of the educators involved in the study indicated that they were planning to commit to the profession until retirement. However, this percentage of educators planning to remain in the profession until retirement decreased to 69% in 2021. Another major finding from the study was that the percentage of teachers anticipating to leave the profession in the next five years increased from 24% to 30%. The results of the study confirm the claim made by Jakubowski & Sitko-Dominik (2021) that teaching is a high-stress profession, and the COVID-19 pandemic seems to have aggravated this level of stress and burnout. Furthermore, research by Gutentag & Asterhan (2022) supports this by indicating that teachers experienced more burnout, which is associated with lower commitment and higher turnover intentions, during the pandemic when compared to prior years

Factors Affecting Teacher Retention during the COVID-19 Pandemic

Before the pandemic started, approximately 8% of teachers were leaving their profession (Pressley, 2021). However, during the early fall of 2020, the attrition rate of teachers had increased in several districts. Approximately a third of the school leaders indicated that the attrition rate of teachers was higher than normal, while the rest indicated that the rates were normal (Diliberti et al., 2021). This rate seemed to increase as the year progressed, as demonstrated by a national survey conducted by Diliberti & Kaufman (2020). The survey results indicated that towards the end of 2020, the percentage of teachers who reported a higher likelihood of leaving the profession in the 2020-2021 academic year was about one-quarter, with the majority of these teachers citing burnout as the reason. Additionally, these teachers indicated that they had not considered leaving the profession before the pandemic. This suggests that there is a need to understand the underlying factors that contributed to this burnout.

The return to the classroom for the 2020-2021 academic year involved both remote and in-person schooling. The teachers returned to different classroom surroundings and routines and adopted new instructional strategies. Additionally, they had to learn new technological approaches, create a culture without interacting with students and fulfil other district and school requirements (Pressley, 2021). For in-person classes, the teachers and school leaders had to adjust schedules, implement measures to combat the spread of the virus and take additional measures for themselves and their families. These demands contributed to the already full workloads of the teachers which existed before the COVID-19 pandemic, and this made them experience more burnout. According to Sarikaya (2021), variables such as unusual or excess workload, professional interaction concerns and concerns impacting family life seem to contribute to burnout and anxiety due to COVID-19. The author further suggests that new information and technologies for communication, social support, work-family related conflict, workload, and new requirements established in subjects triggered burnout among teachers. This claim is consistent with the findings of a survey done by Diliberti et al. (2021), which suggested that four out of ten teachers who left the profession before and during the pandemic cited stress and disappointments as the major reason for their decisions.

Technical issues and insufficient technical and administrative support were other reasons that contributed to a higher turnover of teachers during the pandemic (Steiner & Woo, 2021). According to the study conducted by the authors, the likely pandemic leavers cited frequent technical issues as a common problem when providing remote instruction. Additionally, the likely leavers had challenges with attaining the equipment they required to teach remotely, while those who had already left during the pandemic reported having the same problems before leaving the profession. The technical issues experienced were due to the insufficient training that was offered to the likely leavers and those who had already left. These findings are consistent with those of Diliberti et al. (2021), who found that teachers did not get enough training on providing remote instructions, and approximately half of the pandemic teacher leavers were in schools that used instructional strategies that did not match their choices during the teachers.

The survey conducted by Diliberti et al. (2021) indicated that nearly one out of five teachers who left the profession during the COVID-19 pandemic cited pay that is not worth the risks and stress experienced during the pandemic as their reason. This is consistent with the results of the study conducted by Räsänen et al. (2020), which suggests that teachers consider leaving the profession when work requirements are increased while appreciation and salary levels remain low.

Solving the Increasing Turnover Rate

Although the review focuses on the turnover during the pandemic, it is evident that retention issues predate the 2020-2021 academic year. Therefore, these challenges are most likely to be experienced even after the pandemic. Different scholars provide various recommendations to enhance teacher retention efforts. (Steiner & Woo, 2021) suggest that data on teachers’ working conditions and job-related stressors needs to be gathered. This can help identify the varying conditions that can spur teachers to leave the profession, and the necessary measures can be induced to maintain them in their jobs. Furthermore, mental health support for teachers and school leaders needs to be established to reduce teacher stress and offer mental health support. This can be crucial since existing research suggests that there is an association between job-related stress, burnout and mental health.

Additionally, district leaders need to work with teachers collaboratively when developing policies related to remote teaching and develop technology standards for equipment to be used in remote teaching. Such policies may include clear definitions of the circumstances in which educators are anticipated to use the remote approach to teaching. Policies may also entail providing additional staffing support to teachers through monitoring and supporting remote learning and addressing other needs of the students (Steiner & Woo, 2021).

Another major recommendation by Diliberti et al. (2021) is that districts need to consider strategies to enhance the flexibility of schedules during and after the COVID-19 pandemic. Some of the strategies that can be considered include remote schooling for teachers willing to use this strategy, job sharing, differentiating roles and changes in credentialing, for instance, micro-credentials that offer teachers a way to specialize, narrowing their responsibilities.

References

Diliberti, M., & Kaufman, J. H. (2020). Will This School Year Be Another Casualty of the Pandemic? Key Findings from the American Educator Panels Fall 2020 COVID-19 Surveys. Data Note: Insights from the American Educator Panels. Research Report. RR-A168-4. RAND Corporation.

Diliberti, M., Schwartz, H. L., & Grant, D. M. (2021). Stress topped the reasons why public school teachers quit, even before COVID-19. RAND.

Gutentag, T., & Asterhan, C. S. (2022). Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19. Frontiers in Psychology, 783.

Jakubowski, T. D., & Sitko-Dominik, M. M. (2021). Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland. PloS one, 16(9), e0257252.

Jones, A. L., & Kessler, M. A. (2020). Teachers’ emotion and identity work during a pandemic. In Frontiers in Education (Vol. 5, p. 583775). Frontiers Media SA.

Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327.

Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327.

Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23(4), 837-859.

Sarikaya, M. (2021). An investigation of the relationship between COVID-19 anxiety and burnout among music teachers. International Journal on Social and Education Sciences (IJonSES), 3(4), 789-806.

Steiner, E. D., & Woo, A. (2021). Job-Related Stress Threatens the Teacher Supply: Key Finding from the 2021 State of the US Teacher Survey. Technical Appendixes. Research Report. RR-A1108-1. Rand Corporation.

Zamarro, G., Camp, A., Fuchsman, D., & McGee, J. B. (2022). Understanding how COVID-19 has Changed Teachers’ Chances of Remaining in the Classroom. Sinquefield Center for Applied Economic Research Working Paper No. Forthcoming.